insuperable, the advantages are positive and great, the needs can for the most part be readily supplied in these prosperous Western States. Each of these States has the territory and the resources of a European kingdom. There should be in each at least one vigorous university. Germany has one for each 2,000,000 inhabitants. Most of these States will at no distant day each have more inhabitants than that number. Some of them have more already. Can anyone who measures the strength the State universities have already attained cherish a doubt that the one great university in each one of these States, if there is to be one great university in each, will be the State university? Then the State in its legislation and the university in shaping its development should lay their plans in view of this fact.

Think of what a future this State may have before it. In area she is larger than England and Wales, and more than twice as large as Scotland. The population is about half larger than that of the Kingdom of Denmark. Lying in the very heart of the continent, favored with a matchless climate, watered by the two great rivers of the continent, teeming with agricultural, mining, and manufacturing resources, which can hardly be measured, with the amplest communications by river and by rail for the transportation of her abundant products to the markets of the world; with a population drawn from the choicest stocks of other States and of the Old World, a population abounding in energy, lofty in character, with a history lustrous with the achievements of men renowned in every honorable vocation, what elements of an imperial State, what assurance of a brilliant future are wanting to her? But with all these advantages, one thing she must make sure of, or they will prove powerless to retain for her that commanding position she has long held, and which you are hoping and predicting she will continue to hold. That one thing is a goodly number of men trained by the best education which the age can furnish them for leadership in all departments of human activity, for eminence in all branches of civic life. In the hot competition of these times those communities and States which produce the best intelligence and the loftiest character will press to the front. The whole nation is looking to the West, which is marching to the front with such tremendous strides, to wield the preponderating influence in guiding our national affairs and shaping our national destiny. But the West can not win this high honor, and does not deserve it, unless, while abounding in natural prosperity, she can rear generations of broad-minded, thoroughly-trained, high-souled men to speak and act for her in all posts of responsibility in the hour of the nation's need. In this great work may this State and her university do their full part.

XXI. THE SCHOOL SYSTEM OF CUBA.

Communication of “A. G. R." to the New York Evening Post of March 13, 1899.

RESULT OF AN INSPECTION OF THE MATANZAS DISTRICT. CHARACTERISTICS OF THE SCHOOLS UNDER SPANISH RULE. BRIGHTNESS OF THE PUPILS. RECOM

MENDATIONS.

MATANZAS, March 4.

Through the courtesy of Maj. Gen. James H. Wilson, commanding the district of Matanzas, I am enabled to give the following review of a report made to him regarding the educational system in the province of Matanzas and the facilities provided for the instruction of the children of the district. The report was submitted by Maj. Eli D. Hoyle, chief ordnance officer on General Wilson's staff. A better appointment for the work could hardly have been made. Major Hoyle combines a broadly developed faculty of close observation with the training of

West Point and long service in the regular army, during a part of which time he has filled the post of military instructor. His work of inspection and investigation of Cuban schools has been admirably done, and his report bears the unmistakable marks of both breadth and thoroughness. As the same general conditions obtain throughout the island, the features of this report may be taken as distinctive and applicable to the whole territory.

Ten days were devoted to the inspections. Major Hoyle was greatly assisted in his work by Señor Claudio Dumas, the principal of the High School in Matanzas City, and by Señor Pablo Llorach, a merchant of the same city. Señor Dumas is a gentlemen of education and cultivation, who has traveled extensively in the United States and in Europe, making a specialty of the study of educational methods. His time, his strength, and his limited means have been unstintingly devoted to the education of the children of Cuba. Mr. Llorach is a Matanzas business man, who has had the advantage of an education in New York. The two investigated not only the schools of this city, but those of the country districts as well. From lack of space I am obliged to omit much that I should gladly include. Major Hoyle finds as follows:

Organization. As organized under the Spanish laws, the public schools of Cuba are divided into two classes, the superior and the elementary. The elementary are divided into four classes, the first, second, third, and a very elementary group denominated "incomplete," and intended for small rural communities. The law of 1880 governing public instruction has been so modified by royal decrees and by regulations that the whole matter is complicated, difficult to understand, and much more difficult to execute. There is, in fact, no difference between the four classes of elementary schools. Much time and attention have been given to instruction in religion and sacred history, and no free thought in religious matters has been permitted.

Attendance.-Under the law, attendance was compulsory for children between the ages of six and nine, inclusive, but the law was never strictly enforced at any time. After the beginning of the insurrection it would have been impossible to enforce it on account of the poverty of the people, and the consequent lack of clothing, shoes, and even of food for the children. A Spanish regulation made obligatory the wearing of shoes at school, and this, as much as anything else, decreased attendance. The law was not enforced, and it is the fact that some children did attend who were destitute of foot covering, while others were provided with such crude substitutes as became possible for them. The deterring agent appears to have been less in the law than in the matter of personal pride. Shoe wearing became a matter of social caste, and pride and caste are an inherent trait of the race. Notwithstanding the law, school attendance in its operation is purely voluntary, even as to hours of appearance. Children seem to come and go pretty much as they please. The hours are generally from 9 a. m. until 3 p. m., with intermissions for recreation and for the customary midday breakfast. In some cases the schools begin at 7 a. m., and in some cases they close at 4 p.m. The laws recognize no distinction between white and black children, but unwritten social laws do have some measure of influence in that department.

A recent house-to-house census, made under the auspices of Professor Dumas, determined the number of school children in the city of Matanzas as 8,144. This included all between the ages of 7 and 18 years. Of these, 926, or less than 12 per cent, were on the rolls. Only 474, or less than 6 per cent, were in attendance. The largest number found in any one school was 56, and the smallest 7. Five hundred and forty-nine, including 21 colored, were found to attend private schools.

School buildings.-There are no public-school buildings. The structures commonly used for the purpose are private residences, occupied in part by the teacher

as a domicile. This often leads to an undue cramping of the space occupied for school purposes and can only result in inadequacy and limitation.

Teachers.-The high school (escuela superior) is an institution for boys only. It is provided with a principal and an assistant. The elementary schools have each one teacher, regardless of the number of pupils. The sexes are always separated, the boys' school (escuela de niños) being always in charge of a male teacher, and the girls' school (escuela de niñas), in its distinct building, always in charge of a female teacher. (How far this obtains throughout the rural district, I am unable to say, though I do not recall a single instance in which a mixed school was indicated.-A. G. R.)

School-teachers were appointed by the central authority at Habana, generally through favoritism, and with very little regard to qualification, though passing a nominal examination for fitness. This resulted in a frequent placing of Spanish teachers among children with whom they had little sympathy, and in magnifying the importance and the prominence of Spain in the instruction given. Teachers were paid a stated salary, and a fixed allowance was made them for house rent and stationery.

High praise is due to many of these teachers, who, amid hardships almost beyond belief, have kept the schools open during the years of the war, and have pursued their unselfish work with a devotion so rare as to deserve the admiration of the whole world. These teachers have received no pay whatever in many months. Their salaries are in arrears for periods varying from eighteen months to three years. They have pledged their personal credit for materials necessary for the schools, and in many cases it is not easy to see how they have obtained even their own daily bread.

Furniture and text-books.-The furniture of these schools is most meager and uncomfortable. It usually consists of long wooden benches, usually without backs, placed behind rude desks. The schools are generally provided with blackboards and maps of Spain and Cuba. A few had maps of the world and diagrams for explaining the metric system of weights and measures, simple geometric figures, etc. Text-books were those prescribed by the Spanish Government. They were deficient in number, of various editions, and many of them were old and worn by service.

Punishment.-As a rule no punishment was inflicted. This was because it was not often merited. The punishment which was given was of a mild type. The children are orderly, amenable to the discipline imposed upon them, and ambitious to learn.

Instruction.—In the elementary schools instruction is limited to reading, writing, and arithmetic for the majority, with geography, grammar, linear drawing, and the metric system for more advanced pupils. The children read fairly well, and their writing is unusually good. Irregular attendance was shown by some large children who knew very little, while some of the smaller ones were well advanced. The general system which is employed is antiquated. Instruction in arithmetic is especially poor. Mental arithmetic is but little practiced, and pupils generally follow purely mechanical methods. The fault lies in the instruction, for the children are remarkably apt and alert mentally. The girls are carefully instructed in needlework, Saturday being usually devoted to that branch. Some beautiful specimens of embroidery, drawn-thread work, and plain sewing were exhibited. Even the little ones are skillful with thimble and needle. Calisthenics is no part of the established school programme, but a few progressive teachers have taught a few simple movements with good results, and to the evident enjoyment of the boys.

Medical inspection.-Medical inspection for the prevention of the spread of contagious disease seems unknown. Cases of mumps and of itch were encountered

ED 99-42

in schoolrooms. A teacher stated that during his thirty years of service in the schools no medical inspection had ever been made, and that no inspection of any kind had been made within the last ten years.

Characteristics of children.—The children of the public schools are decidedly quick and intelligent. They are docile, obedient, and ambitious both to learn and to show their learning. They are greatly influenced by the capacity and the personality of their teachers, and a good teacher means a good school. On the whole, the material is promising, and these children give hope for the future of the island.

In the foregoing review of Major Hoyle's statements of the educational conditions I have sought as far as possible to confine myself to his expressions, and have, I believe, confined myself entirely to his views. My own more limited observation supports his experience in every particular. In the course of his comments Major Hoyle made one significant statement. "It is claimed," he said, "that the Spanish Government desired only a show of education, a system on paper; that useless restrictions were imposed; the attendance of children was discouraged; and that the schools and the teachers were continually subjected to neglect. What I saw lends color to this claim." Major Hoyle states his conviction that anything like violent changes in the school system of Cuba should be avoided in order to allow the people to adjust themselves by degrees to modern conditions. His idea is that change should come through a process of evolution which should be made as speedy as possible with due regard given to effectiveness. To that end he makes the following suggestions, which might well be immediately adopted, provided funds were obtainable for their prosecution:

(1) The location of the schools in city wards and in rural communities according to population, and in the best buildings obtainable until proper school buildings can be constructed.

(2) Abolition of small schools, below 25 pupils, where possible, and the making of the schools as large as will be permitted by the buildings selected.

(3) Mental, physical, and professional examination for teachers, with moral character as a sine qua non.

(4) The appointment of a superintendent of schools in each district, whose duty it shall be to direct and supervise the instruction and constantly to visit and inspect the schools in his department.

(5) The establishment of high schools for girls (there being none at the present time) for the encouragement of a much-needed higher education for women.

(6) The appointment of school boards, to consist of five members of the town councils, whose duty it shall be to examine teachers for fitness, and to appoint and assign them; to secure buildings for school purposes; to provide furniture, stationery, etc., and, in short, to manage all the business affairs of the schools. The question of attendance should be left to the discretion of the board, and should lead gradually to compulsory attendance.

It will be noticed that all these suggestions are purely elementary. Their most interesting feature lies in the fact that, in spite of their simplicity and their purely elementary character, no one of them has received the slightest recognition under the Spanish system.

XXI.-MATERIAL PROGRESS IN MEXICO.

[Extracts from message of President Diaz, September 16, 1899.]

MINING MATTERS.

The progress of mining may be appreciated by the number of new mining properties that have been acquired under the law on the subject. From July, 1892, up to the present date 10,099 titles, covering 86,426 "pertenencias" of one hectare, have been issued. The constant increase in the exportation of metals and ores of all kinds also affords the measure of the increase of the output. During the last fiscal year the exportation of mineral products, metallic and nonmetallic, was valued at $95,273,000, showing an increase of $3,835,000 over the exportation of the previous year. The increase in the exportation of gold, which exceeded by $2,633,000 the exportation of the previous year, is to be noted; and the same observation applies on a lesser scale to copper, lead, and antimony. The exploitation of copper mines is progressing, concessions for the operation of deposits of that metal having been applied for for the first time in the State of Colima.

The discovery of gold placers at a place called Santa Clara, in Lower California, aroused great interest both in this country and abroad, and attracted to the placers a considerable number of people, both miners and merchants. This gathering of miners and the nature of the placers required the establishment at that point of a new mining agency, the sending thither of an inspecting engineer, and the taking of certain measures which, while facilitating the exploitation of the placers, might prevent the disorders which are so frequent in such cases. With the same object in view, steps were taken by the war, finance, and interior departments, respectively, but as it has turned out that there is little gold at the placers and that living is very dear there, the greater part of the people who went there have departed again, and operations have subsided to the scale prevailing in other placers in the territory.

PUBLIC LANDS.

During the period that has elapsed since my last report 289,995 hectares of land have been converted into private property, either by grants of vacant lands, the sale of national lands to private individuals and colonists, free grants to poor farmers, compositions, and disclaimers as to the existence of vacant lands during the revision of title deeds. These transfers have been attended with the cancellation of $164,565 in securities of the public debt. The constant conversion of national lands into private property and the confirmation of titles that are more or less ancient, subject to the liberal provisions of existing legislation, as well as the improvement in methods of cultivation and concessions of water rights for irrigation purposes, have all been attended with a noteworthy progress in agriculture, the increase in agricultural production being evinced by the corresponding increase in exportation. During the last fiscal year vegetable and animal products were exported to the value of $49,500,000 in round numbers, showing an increase of $6,000,000 as compared with the exportations in the previous fiscal year.

ELECTRICAL MANUFACTURING PLANTS.

The manufacturing industries also give evidence of noteworthy progress, the following plants, which have been erected under concessions from the Federal Government for the utilization of water powers, being especially entitled to mention on account of their evident importance. The Industrial Company of